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Preventing Injuries In CDL Drivers: An Occupational Therapy Approach
No full textCommercial drivers are at heightened risk for musculoskeletal disorders (MSDs) due to prolonged sitting, inadequate ergonomic environments, and limited access to health education. This doctoral capstone project aimed to address these challenges through the development, implementation, and evaluation of a five-week educational program focused on improving ergonomic awareness and occupational health among CDL drivers. Grounded in the Person-Environment-Occupation (PEO) model, the program was implemented in collaboration with a small commercial logging company in Texas and featured weekly modules on hydration, preparatory movements, assistive technology, seating posture, and mental health.
A needs assessment revealed limited ergonomic knowledge among participants and a high incidence of fatigue and physical discomfort. Pre- and post-surveys indicated progressive increases in participant comprehension and engagement across the five modules. Results demonstrated a marked improvement in ergonomic understanding and self-reported application of principles taught throughout the program. Despite scheduling challenges, the flexible delivery format and participant feedback supported the program’s effectiveness and relevance.
This project highlights the critical role of occupational therapy in addressing the ergonomic and health needs of commercial drivers. By offering evidence-based, practical interventions, occupational therapists can promote career longevity, reduce injury risk, and enhance the overall well-being of drivers, contributing to both occupational justice and public safety.https://soar.usa.edu/otdcapstonessummer2025/1002/thumbnail.jp
Habit Formation among Individuals Alcohol Use Disorder
No full textThis capstone project aimed to determine the efficacy of a newly developed and delivered online program that focuses on educating individuals experiencing Alcohol Use Disorder (AUD) on how to create habits with decreased executive functioning skills. With the rise in substance use and addiction related disorders throughout the United States, the urge to implement various intervention approaches that support long term recovery is crucial (Radesi, 2025). By focusing on habit formation, the goal of this capstone is to educate individuals on how to create habits that promote increased participation in meaningful occupations.https://soar.usa.edu/otdcapstonessummer2025/1010/thumbnail.jp
Identifying Barriers and Creating Resources to Improve Participation in Competitive Adaptive Rock Climbing
No full textThe purpose of this project was to (1) identify barriers to participation in competitive adaptive rock climbing for adults with a physical disability and (2) create and distribute virtual educational resources to meet identified barriers. The need for this project was highlighted by athlete and coach self-report of limited ability to engage in competitive adaptive rock climbing, also known as paraclimbing. The sample consisted of 108 adaptive athletes, adaptive rock-climbing coaches, staff members in rock climbing gyms, and volunteers at adaptive rock-climbing events. Participants anonymously completed a ten-minute mixed methods virtual survey using Microsoft Forms. Thematic and inferential statistical analyses suggest recurrent barriers to participation in competitive paraclimbing including lack of accessibility within the gym environment, limited financial and social resources, and confusion regarding the paraclimbing classification criteria and competition rulebook for national and world cup competitions. Thematic analysis of free response questions suggests additional barriers of poor disability etiquette from able-bodied staff and volunteers, a lack of “community” at the climbing gym, and limited diversity in the climbing community. Educational resources were created and published through a novel corporation created by the author, the Adaptive Climbing Alliance LLC. Resources were distributed virtually after being published on freely accessible community websites and social media platforms. Resources promote equity for paraclimbers and support the growing field of adaptive athletics
Increasing Play Opportunities to Improve Development and Health for Children
No full textChildren with disabilities often experience reduced opportunities for meaningful peer play, which can negatively influence their physical, cognitive, and social-emotional development. Early childhood environments play a critical role in supporting inclusive participation, yet many barriers—physical, social, and environmental—limit access to developmentally rich play throughout the school day. The purpose of this capstone project was to develop, implement, and evaluate a Tier-1, school-based program designed to increase meaningful play opportunities for preschool children ages 3–6, with and without disabilities.
A needs assessment was conducted with teachers and parents to identify developmental concerns and participation barriers related to fine motor, gross motor, and social skills. Based on these findings, an inclusive play program was integrated into center time and recess across three preschool classrooms (approximately 60 children). The program incorporated developmentally supportive activities, environmental modifications, and facilitation strategies rooted in occupational therapy practice. A play checklist was administered at three intervals—initial, midterm, and final—and qualitative feedback was gathered from teachers throughout implementation.
Results indicated steady improvements in children’s play engagement across all skill domains, with teachers reporting increased participation, improved fine and gross motor performance, and richer peer interactions. Teachers also expressed that the program was beneficial for long-term classroom use and helpful in identifying students who may require further support.
Overall, the project demonstrates that a collaborative, Tier-1 occupational therapy approach can successfully enhance inclusive play opportunities and promote developmental growth within preschool educational settings. Program deliverables provide sustainable tools for continued implementation.https://soar.usa.edu/otdcapstonesfall2025/1000/thumbnail.jp
Equine-Based Occupational Therapy to Develop Social and Emotional Skills in Adolescents: An Educational Video Series
No full textAdolescents experience rapid physical, emotional, and social changes that often challenge self-regulation and social-emotional skill development. Occupational therapy (OT) practitioners are equipped to address these needs through a variety of ways, like equine-based occupational therapy (EBOT), yet resources on this setting remain limited. This capstone project developed an educational video series to guide OT practitioners in using equine-based occupations to promote social-emotional learning (SEL) skills in adolescents, targeting self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The seven videos were posted to YouTube for easy access. This resource serves as a tool OT practitioners can use for knowledge and intervention ideas in EBOT. Future research should quantify the benefits of equine-based occupations to improve social and emotional skills in adolescent clients.https://soar.usa.edu/otdcapstonesfall2025/1004/thumbnail.jp
Educating High School Advisors on the Benefits of Life Skills Education Prior to Post-Secondary Transition
No full textTo develop and provide a viable life skills program to high school educators, with the intent to educate students on life skills and reduce mental health problems during post-secondary transitionhttps://soar.usa.edu/otdcapstonesfall2025/1013/thumbnail.jp
Educating Early Childhood Educators on Creating a Sensory Inclusive Classroom
No full textThis capstone paper focuses on educating early childhood educators on sensory processing, helping them understand its impact on their students’ classroom activities, and equipping them with sensory-based strategies to support children with sensory differences, allowing them to thrive in a classroom environment.https://soar.usa.edu/otdcapstonesfall2025/1014/thumbnail.jp
Exploring the Visibility of Mission, Vision, and Values in Allied Healthcare Education
No full textIntroduction: This study investigated the visibility and accessibility of mission, vision, and values statements on websites of entry-level allied health care programs (occupational therapy, physical therapy, and speech-language pathology). The primary objective was to determine the ease of locating these statements on program websites and how their visibility varies by program characteristics.
Methods: A cross-sectional analysis was conducted on 300 randomly selected accredited programs (100 per profession) across the United States. Each program’s website was evaluated to determine the visibility and accessibility of its mission, vision, and values statements, defined by their presence within two clicks of the homepage. Data were collected using a standardized form and analyzed using Fisher’s exact test and Cramer’s V to assess associations between visibility and program characteristics, including program type, institutional affiliation, region, and delivery modality.
Results: Findings revealed significant variability in statement visibility. Mission statements were most frequently located, followed by vision, and then values statements. Significant differences in mission statement visibility were observed between program types and between public and private institutions. Regional differences in vision statement visibility were significant only for speech-language pathology programs.
Discussion: Mission, vision, and values statements are crucial for communicating program identity and purpose to stakeholders, including prospective students, faculty, and the broader community. This study highlighted the need for improved transparency and accessibility of these core principles within allied health education. Findings may inform program website design, accreditation standards, and stakeholder engagement strategies, ultimately enhancing student experience and professional preparation in the health care workforce
The Professional and Occupational Identities of NICU Occupational Therapists
No full textOccupational therapists in the neonatal intensive care unit (NICU) provide specialized care, including infant positioning, feeding, handling techniques, and anticipatory guidance. While the American Occupational Therapy Association has outlined the role, little research has explored how therapists perceive their own occupational and professional identities in this highly specialized setting. This study explored the perspectives of NICU occupational therapists to better understand how their roles and identities are shaped within the NICU environment. A mixed-methods descriptive design was used. Data was collected through an electronic survey including Likert-scale and open-ended questions, with optional 30-minute follow-up interviews. Snowball and convenience sampling were used through social media outlets, occupational therapy discussion forums, and professional contacts. Quantitative data was analyzed using descriptive statistics; qualitative responses were examined using thematic analysis following Braun and Clarke’s six-phase process (2021). Eighteen occupational therapists working in the NICU completed the survey, and four participated in follow-up interviews. Thematic analysis revealed four overarching themes: emotional labor and motivational factors, identity development in the NICU context, navigating and defining the OT role, and systemic and cultural influences. Quantitative data supported the themes by showing significant statistical correlations between feelings of pressure to conform, professional identity, sense of value on the team, and strength of occupational identity, which revealed key professional identity patterns. Professional identity in the NICU is shaped by emotional labor, dynamic personal values, and interdisciplinary challenges. Identity is lived, not static, and evolves through experience. Role ambiguity and systemic barriers affect clarity and support. Findings highlight the need for advocacy, role definition, and stronger structural supports to reinforce NICU OT identity.https://soar.usa.edu/otdcapstonessummer2025/1023/thumbnail.jp